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2003年理科综合能力测试(含新课程卷)实事求是,没有采用跨学科综合试题,而是采用了理化生三科“拼盘”,以理化生各学科的主干知识为载体,考查了理科综合能力,这符合中学教学实际.Ⅱ卷试题按理、生、化、理排序,各科试题则由易到难编排,统计数据表明,这种试卷结构保证了理化生三科的难度大体相当,有利于选拔. 本文分理、生、化三部分,从试题入手。利用数据有针对性的分析考生在答卷中的典型错误,找出教与学中的薄弱环节,提出切实可行的建议,供大家参考.
In 2003, the scientific comprehensive ability test (including the new curriculum volume) was practical and realistic. Instead of adopting comprehensive interdisciplinary questions, it adopted the “platter” of three classes of physics and chemistry students, and used the backbone knowledge of various disciplines of physics and chemistry as the carrier to examine the comprehensive capabilities of science. This is in line with the practice of secondary school teaching. The papers in the second volume are ranked logically, biologically, chemically, and logically. The questions for each subject are arranged from easy to difficult. Statistics show that this paper structure ensures that the three subjects of physico-chemical students are roughly the same difficulty, which is favorable for selection. This article is divided into three parts, starting from the test questions. Use the data to analyze the typical errors of candidates in the questionnaire, find out the weaknesses in teaching and learning, and put forward practical suggestions for your reference.